This book chapter explores how science education in the 21st century is being restructured through the lenses of digitalization, pedagogical transformation, and ethical considerations. In line with the demands of the digital age, individuals must be equipped with multidimensional skills such as critical thinking, creativity, communication, collaboration, and digital literacy. In this context, technologies such as artificial intelligence (AI), augmented reality (AR), virtual reality (VR), robotics, the metaverse, and distance learning systems have emerged as central tools transforming science education. While AR and VR help concretize abstract scientific concepts, robotics supports interdisciplinary thinking, problem-solving, and student motivation. In distance education, AI-powered systems offer personalized learning paths and allow educators to monitor student progress with real-time data, enabling timely interventions. On a pedagogical level, teachers’ implicit theories—especially beliefs related to fixed versus growth mindsets—significantly impact students’ academic success and learning experiences. Therefore, it is crucial to foster teachers’ pedagogical reflection and ethical awareness. In conclusion, the future of science education lies in a structure enriched by innovative technologies, shaped by transformative pedagogy, and grounded in ethical values. For this transformation to be sustainable, teacher training must be strengthened, digital infrastructures enhanced, and AI literacy promoted. Equally important is ensuring that the integration of these technologies into education systems is guided by principles of fairness, transparency, and human-centered design.